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LIBRARY OF CONGRESS, 



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UNITED STATES OF AMERICA. 



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/IRBOR DAY 



AND 



LIBRARY ♦ EVENIN6, 



April 26, 1895. 



Leaf - and - Letter - Programme 

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COPYRIGHT 1895. 




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ARBOR DAY. 

Opening Exercises. 

Song. — "There's Music in the Air." — (Page 173.) 

Lord's Prayer in concert by school. 

Reading the Governor's Proclamation by the President of the Board 
of Education, 




Dr. WM. T. HARRIS, 

U. S. Commissioner of Education. 

CIRCULAR LETTER. 

We are again admonished by the birds, buds, and general quickening 
of Nature, that Arbor Day is approaching, and that preparation is required 
by law for its observance. 

Heretofore the effects of forest destruction ; the ethical value of plant- 
ing trees, shrubs and vines ; and the debt we owe to future generations, 
have been emphasized for the purpose of educating the people to appre- 



OPENING EXERCISES. 



hend the danger brought on by pernicious destruction. Enough has 
been written to convince the most sceptical of the necessity of reforma- 
tion, and we should now celebrate the day in the practical manner 
designed by the author. 

One-half of the day should be devoted to the planting of trees, vines, 
flowers, etc. ; and the other half occupied in visiting woods and fields 
for instruction, with note books to record the names of plants and trees 
discovered, for future consultation. 

By postponing the literary exercises until evening, the children will 
be relieved from preparing a special entertainment for library funds, it 
is also economy and courtesy to invite the youth in the neighborhood to 
assist on such occasions — particularly those who have recently left school. 
Selections that are too lengthy for memorizing should be read by advanced 
pupils. 

The music named is from the "Riverside Song Book." 



JNO. TKRHUNE, Co. Supt. 



Bird Voices. 

The Robin came from the thicket 

With the living flame on his breast ; 
He sat on the tree just planted 

And sang, " Here I'll build my nest ! 
For the happy children below me 

Look up and laugh and shout. 
To see the branches swaying 

And the scented blossoms come out." 
The bluejay flew from the cedar 

When she heard the marching tread 
Of the little folks on the greensward 

With the clear sky overhead. 
"What are those people doing?" 
Said the tiny brown-gowned wren ; 
'•And why do they drag the saplings 
From the hillside and ttie glen ?" 
"I know !" said the wee gray owlet, 

As he peered from his hole in the oak, 
And the white dove stopped her cooing, 

And thus to the birdies spoke ; 
" Man plants the trees for shelter 

From rain and the blazing sun. 
And sits 'neath the shade at evening, 

W^hen the hard day's work is done. 
And the merry groups of children 

Toss back their curly hair. 
And dance 'neath the soft green branches 

For life is gay and fair. 
Oh, the birds, the bees and leaflets. 

The spring-time and the May ! 
The blossoms, the song and sunshine. 

That come with Arbor Day." 

—Minnie T. Hatch, in Forest Festival. 



The Beautiful Earth. 

I love all things upon the earth. 

That in my walks I see ; 
The least, that may seem nothing [worth, 

Are beautiful to me ! 
I love the flowers that sweetly grow 

Upon the verdant leas, 
I love the birds that warble low 

Amid the leafy trees ! 

Yet more than earthly things, I love 
My Saviour in the realms above ! 

I love the woods so dim and cool, 

Where ferns and mosses are ; 
I love the lily-covered pool. 

And streams that rove afar ; 
I love the dales and sloping hills. 

In early Spring so fair ; 
J love the balmy breeze that fills 

The spaces everywhere. 
Yet more than earthly things, I love 
My Saviour in the realms above ! 

1 love the waves that ebb and flow 

Upon the sandy shore ; 
I love the ships that come and go 

The mighty ocean o'er. 
All things I love upon the earth. 

That in my walks I see ; 
The least, that may seem nothing worth. 

Are beautiful to me ! 
Yet more than earthly things, I love 
My Saviour in the realms above ! 

—From Sabbath Reading for the Young. 



Song. — "Nearer, my God to Thee." — Page 158. 



HOW TO CELEBRATE ARBOR DAY. 



HOW TO CELEBRATE ARBOR DAY. 




Dr. a. E. WINSHIP, Boston, Mass. 



Arbor Day was born of the 
necessities of forestless Nebraska, 
and has planted multitudes of trees 
upon her plains. The name was 
catching, the schools were itching 
for newness, the idea was bril- 
liantly championed, and the day 
has been a success, notably in 
Nebraska, Iowa, New York, New 
Jersey and Pennsylvania. In many 
communities the day has no mis- 
sion as a time for tree-planting, 
and should be broadened into 
Nature Day. 

Arbor Day should introduce chil- 
dren to Nature first-hand. Children 
should know Nature to enjoy her, 
and love Nature to reverence the 
Creator. They need to be rescued 
from a cold, matter-of-fact study 
of the names, parts and shapes of 
plants, leaves and blossoms. 



" I'd give more for one live bobolink 
Than a square mile o' larks in printer's ink." 

And I'd give more to have a child enjojy what he knows and to love 
what he enjoys than to be able to serve up raw facts by the thousand. 
As the blooming plant is infinitely more suggestive of creative energy 
than the bouquet, so ought Arbor Day to be vastly more inspiring than 
"exercises." 

" Mayday seldom looks 
Up in the country ez it does in books." 

And some Arbor Day exercises would never be recognized in field or 
forest. The great demand is, that the school of the times shall blend 
nature in books with nature as it is in life. 

A man who loves nature as he sees and hears it is little better as a 
student of nature than he who knows it only from books. Of the two, 
I'd rather see a June day, or the unfolding of Spring through "Sir Laun- 
fal" and the " Biglow Papers" than through the eye of an unthinking 
rustic observer. The raw material is indispensable, so is the skill of the 
artisan. Arbor Day is the means and process by which observations of 
nature are taken to the refiner's sanctum, and the material furnished 
by the senses is given the culture of thought, affection, and reverence. 

Let the day be every way magnified in its genuine relations. En- 
courage the reading of Lowell, Thoreau, Burroughs, Bradford Torrey, 



HOW TO CELEBRATE ARBOR DAY. 



Edith M. Thomas, Olive Thorne Miller, etc. No success is complete 
that does not inspire some child to see human nature in nature, as Lowell 
always did : 



" For half our May's so awfully like Mayn't, 
't would rile a Shaker or an evrige saint." 



A. E. WINSHIP. 



The Lily and the Poet. 

A Lily on the highroad lay, 
Beneath the fierce and scorching ray 

Of midday Summer sun. 
It chanced a Poet, passing hy, 
Upon the Lily cast his eye ; 

His sjonpathy it won. 

" Poor little flower," he pitying said, 

" Who left thee thus with drooping head 

Beneath a burning sky ? 
Ah, me ! It was a thoughtless deed 
To cast thee forth, like common weed, 

To wither and to die. 

" Away from cool and grateful shade 
Of garden bed or mossy glade. 

Where, erstwhile, thou didst bloom. 
My heart with pity bleeds for thee. 
Thus treated so despitefully, 

And left to such a doom. 

" The Lily is the spotless flower. 
The emblem of the priceless dower. 

Of purity of heart ; 
King Solomon, in all his power. 
Was not arrayed like thee, sweet flower. 

Thou work of Nature's art. 

" I cannot leave thee in thy need, 
Amidst the dust to pant and bleed, 

I cannot leave thee so. 
Close by there lies a lovely mere. 
Whose sparkling waters, bright and clear, 

O'er waterlilies flow. 

"LTpon its cool, refreshing breast, 
I'll lay thee gently down to rest, 

And banish all thy pain. 
The water sprites will change thy shape, 
And as a ' Lily of the Lake,' 

Thou yet shalt bloom again." 

—The Academy. 



I would not wait for an:|M'reat achievement ; 

You may not live to fBrch that far-off goal. 
Speak soothing words to some heart in be- 
reavement. 

Aid some up-struggling soul. 

Teach some weak life to strive for independ- 
ence ; 

Reach out a hand to some one in sore need. 
Though it seems idle, yet in their descendants 

May blossom this chance seed. 

On each life-path, like costly flowers faded 
And cast away, are pleasures that are dead ; 

Good deeds, like trees, wherever fed and shaded 
Souls yet unborn may tread. 



The Farmer. 

The king may rule o'er land and sea. 
The lord may live right royally. 
The soldier ride in pomp and pride. 
The sailor roam o'er the ocean wide; 
But this or that, whate'er befall. 
The farmer he must feed them all. 

The writer thinks, the poet sings. 
The craftsmen fashion wondrous things ; 
The doctor heals, the lawyer pleads. 
The miner follows the precious leads ; 

But this or that, whate'er befall. 

The farmer he must feed them all. 



The merchant he may buy and sell. 
The teacher do his duty well. 
But men may toil through busy days. 
Or men may stroll tlirough pleasant ways ; 
From king to beggar, whate'er befall, 
The farmer he must feed them all. 



Life's Forest Trees. 

BY ELLA WHEELER WILCOX. 

The day grows brief, the afternoon is slanting 
Down to the west ; there is no time to 
waste, 

If you have any seed of good for planting, 
You must, you must make haste. 

Not as of old do you enjoy earth's pleasures 
(The only joys that last are those we give). 

Across the grave, you count not gains nor 
treasures ; 
But good and kind deeds live. 



The farmer's trade is one of worth ; 

He's partner with the sky and earth — 

He's partner with the sky and rain. 

And no man loses for his gain ; 

And men may rise, and men may fall, 
The farmer he must feed them all. 



God bless the man who sows the wheat, 
Who tinds us milk and fruit and meat ; 
May his purse be heavy, his heart be light. 
His cattle and corn and all go right ; 
Uod bless the seeds his hands let fall, 
For the farmer he must feed us all. 

— Normal Instructor. 



Song. — "Around the Hearth." — Page 64. 



WHAT TO PLANT. 



WHAT TO PLANT. 
Plant Nut Trees. 

I am fully in accord with the idea of "Arbor Day," and believe it 
worthy of universal recognition throughout the country; but it seems to 
me that there should be a greater diversity in its observance, and espec- 
ially in the selection of the" kind of trees planted. It is certainly credit- 
able to attemptf^Jo make our surroundings pleasant and beautiful, but 1 
cannot expel the idea that we may greatly enhance the value of our labor 
by expending it in a more practicable and useful direction than heretofore. 

Can anyone tell us why the maples, elms and closely allied trees — 
yielding nothing of economic value — are more beautiful or their shade 
more precious and grateful in Summer than the chestnut, hickory, walnut 
and similar nut-bearing trees, all of which yield fruit highly valued and 
appreciated by all nations that are so fortunate as to possess such 
luxuries ? 

Here in New Jersey we are m no special need of timber, and if we 
were, the nut trees would yield it as well as other kinds, besides, being 
fully as valuable for shade, shelter and ornament as those most generally 
planted for such purposes. In my opinion it is time that some attention 
is paid to the ethics of economy, and that we began to plant trees which 
will yield food, not only for the present but many succeeding generations. 

in many European countries it has been the custom for centuries to 
plant a choice nut tree in commemoration of the birth of a child, and 
often this is repeated on each succeeding birthday, and finally on the 
wedding day if these events occur at a season admitting of such a record. 
The results of such a practice are in part seen in the millions of bushels 
of these nuts produced in those countries for home use and export. This 
country alone imports annually over twenty millions of pounds of these 
foreign grown nuts, in addition to the immense quantities gathered 
from our own forests and fields. With these facts staring us in the face, 
we may well ask, why should our roadsides be encumbered and shaded 
with trees yielding nothing in the way of food for either man or beast.? 
when it would be just as feasible to plant choice nut trees which would 
soon give their owners a crop that could be sold in the markets of any 
city or village, besides making the highways "pleasant ways," and es- 
pecially for the small boy and his sister who are always blessed with a 
good appetite on their way home from school. 

During the past two or three decades there have been introduced 
and thoroughly tested in this State a number of superior varieties of the 
chestnut of both European and Japanese origin, also two species of 
Japanese walnuts, all perfectly hardy here, the trees being of rapid growth 
and quite precocious. These are all now available and can be obtained 
at our nurseries at a reasonable price. But, we need not resort to the 
nurseries for nut trees, because our fields and forests produce them in 
great abundance, and of such kinds as the hickories, chestnuts, butter- 
nuts and black-walnuts, all worthy of cultivation and a place on our 



WHAT TO PLANT. 



roadsides and elsewhere. Some of these, like the chestnut, grow to an 
immense size and attain a great age, increasing in productiveness and 
value as time rolls on. 

The State of New Jersey is very f^ivorably situated, and has soil and 
climate especially adapted to nut culture, which promises soon to become 
a great industry; and I would suggest, to initiate it, that at least one 
choice nut tree be planted before, or on next "Arbor Day" in front or 
elsewhere in the school house grounds of every school, district in this 
State. At the same time it should be impressed upon the minds of the 
children and every person present, that these, if properly guarded and 
cared for, v/ill probably remain living and fruitful memorials of their 
kindness and forethought for many decades, and perhaps for many 
centuries. ANDREW S. FULLER. ' 

The Arboretum. Ridgewood, N. J. 



" Fruits are the overflow of Nature's bounty — gems from the skies 
dropped down to beautify the earth, charm the sight, gratify the taste 
and minister to the enjoyment of life; and the more we realize this, the 
more shall we appreciate the Divine goodness to us, and the duty of pro- 
viding them to others." — Marshall P. Wilder. 

PLANT FRIENDLINESS. 

There is no plant that pays better for cultivation than Friendliness. 
With good care it will thrive in any soil, even the thin clay of poverty, 
so largely is it dependent on the higher elements for its support. The 
water of truth it must have, and the air of freedom. With these it may 
thrive in a cranny of the rocks of adversity. The rich soil of prosperous 
circumstances is not certainly advantageous, being apt to foster a rank 
growth of the foliage of imaginary regard, which rather hinders the 
blossoming of sincere affection and the seeding of confidence. 

The leaves are somewhat heart-shaped and generally glossy. The 
flowers are mostly white and shades of pink and red. When the 
growth is luxuriant it is poly-petalous. The weather it likes best is the 
soft, cloudy atmosphere f)f sorrow, sickness and suffering; yet it is in 
bloom on many festival occasions and crowns all the best days of our 
lives with the millennial fragrance of Paradise. 

LOUISE M. FULLER. 

The Arbor Day Tree. 

" Now a strong, fair shoot, from the forest bring, 

Gently the roots in the soft earth lay; 
God bless with His sunshine, and wind and rain. 

The tree we are planting on Arbor Day. 

May it greenly grow for a hundred years ; 

And our children's children beneath it play. 
Gather the fruit and rest in the shade 

Of the trees we are planting on Arbor Day. 

So may our life be an upward growth. 

In wisdom's soil every rootlet lay, 
And every tree bearing precious fruit, 

Like the tree we are planting on Arbor Day." 

Song. — "Near in the Forest." — Page 102. 



RELATIONS OF TREES. 



RELATIONS OP TREES. 




NELSON HAAS, Ph. D., 
Hackensack High School. 



Recitations selected from "A Year Among the Trees," by permission 
of the publishers: 

Forms and Expression : The differ- 
ent Ibrms of trees, and their endless 
variety of foliage and spray, have, from 
the earliest times, been favorite studies 
of the painter and the naturalist. The 
Psalmist compares a godly man to a 
tree that is planted by rivers of water, 
whose leaf shall not wither — seeing in 
the stateliness and beauty of such a 
tree an emblem of the noble virtues of 
the human heart. The beauty of trees 
is something that exists chiefly in our 
imagination. We admire them for 
their evident adaptation to purposes of 
shade and shelter. Some of them we 
regard as symbols or images of a fine 
poetic sentiment. Such are the slender 
willows and poplars, that remind us 
of grace and refinement, becoming 
the emblems of some agreeable moral 
affection, or the embodiment of some 
striking metaphor. Thus Coleridge personifies the white birch as the 
" Lady of the Woods," and the oak by oth,er poets is called the monarch, 
and the ash the Venus of the forest. 'The weeping willow, beautiful on 
account of its graceful spray, becomes still more so when regarded as the 
emblem of sorrow. The oak, in like manner, is interesting as the symbol 
of strength and fortitude. A young fir-tree always reminds us of prim- 
ness; hence the name of spruce, which is applied to many of the species, 
is a word used to express formality. The cedar of Lebanon would be 
viewed by all with a certain romantic interest, on account of the frequent 
mention of it in Holy Writ, as well as for its nobleness of dimensions 
and stature. 

Foliage: Foliage is the most conspicuous of the minute productions 
of nature. To the leaves of trees we look, not only for the gratification 
of our sense of beauty, but as the chief source of grateful shade and of 
the general charms of Summer. They are the pride of trees no less than 
their flowers, and the cause of healthful freshness in the atmosphere. 
They afford concealment to small birds and quadrupeds, they give color 
to the woods, and yield constant pleasure to the sight without any 
weariness. It is remarkable that we always trace with delight the forms 
of leaves in other objects of nature — in the frostwork on our windows, 
in the lichens that cover the rocks in the forest, in the figures on a butter- 
fly's wing. Especially in art do we admire the imitation of foliage. It 



RELATIONS OF TREES. 



is, indeed, the source of half the beauty of this earth ; for it constitutes 
the verdure of field and lawn, as well as of woods. Flowers are partial 
in their distribution, but foliage is universal, and is the material with 
which nature displays countless forms of beauty, from the small acicular 
leaves of the delicate heath plant, to the broad' pennons of the banana 
that float like banners over the hut of the negro. 

Relation to (Moisture: Plants are indeed the most important exist- 
ing agents of nature for conveying the moisture of the earth into the air. 
The quantity of transpiring foliage from a dense assemblage of trees must 
be immense. The evaporation of water from the vast ocean itself is 
probably small compared with that from the land which it surrounds. 
And there is reason to believe that the water evaporated from the ocean 
would not produce rain enough to sustain vegetation, if by any accident 
every continent and island were deprived of its trees. The whole earth 
would soon become a desert. 1 would remark, in this place, that trees 
are the agents by which the superfluous waters of the ocean, as they are 
supplied by rivers emptying into it, are restored to the atmosphere and 
thence again to the surface of the earth. Trees pump up from great 
depths the waters as they ooze into the soil from millions of subterranean 
ducts ramifying in all directions from the bed of the ocean. 

Electric Agents: To a poetical mind there is no exercise more 
agreeable than that of tracing in the economy of Nature certain trains of 
causes and effects that seem to represent her as a kind benefactor, aiming 
to promote the happiness of all creatures. While we treat of the beauty 
of trees and of their capacity to afford shelter, shade and salubrity, it is 
pleasant, while continuing our observations, to find no end to the advan- 
tages that flow from them. We have studied them as beautifiers of the 
landscape, as the sources of vitality and salubrity in the atmosphere, as 
our shade in Summer and our shelter in Winter; as the cause of equality, 
both of temperature and of moisture. We may also discover in them 
and their branches an inflnite number of lightning-rods, presenting mil- 
lions of points both for the discharge and the absorption of electricity. 
Trees differ from other plants in this respect only by presenting their 
points at a greater elevation, where they can act more immediately upon 
the clouds. Trees, especially in dense assemblages, may therefore, in 
frequent instances, be the immediate occasion of showers, by conducting 
to the earth the electric fluid of the clouds, and inducing that non-electric 
state which precedes the discharge of rain. 

Sounds from Trees: The sounds from trees are a very important 
part of the music of nature; but their agreeableness comes rather from 
certain emotions they awaken than from the melody of their tones. 
Every tree is a delicate musical instrument, that reminds us of the char- 
acter of the tree and the season of the year, from the mellow soothing 
tones of willow leaves in Summer to the sharp rustling of the dry oak- 
leaf that tells of the arrival of Winter. Nature has accommodated her 



RELATIONS OF TREES. 



gifts to our wants and sensibilities, so that her beneficence is never so 
apparent as in the pleasures we derive from the most common objects. 
If we are afflicted with grief or wearied with care, we flee to the groves 
to be soothed by the quiet of their solitudes, and by the sounds from 
their boughs which are tuned to every healthful mood of the mind. 
Among the thousand strings that are swept by the winds, there is always 
a cord in unison with our feelings; and while each strain comes to the 
ear with its accordant vibration, the mind is healed of its disquietude by 
sounds that seem like direct messages of peace from the guardian deities 
of the wood. 

Relations to Toetry and Fable : From the earliest period of history, 
mankind have looked upon trees and woods with veneration, regarding 
them as special gifts of the gods to the human race. The ancient priests 
and philosophers used them as their places of retirement, both for the 
study of wisdom and the services of religion. Hence arose that early 
custom of planting trees in circles, forming a kind of amphitheatre, for 
religious assemblages. The teachers of philosophy used the same circular 
groves. These were held in the greatest reverence ; and no man dared 
to commit the sacrilegious act of cutting down any part of them or de- 
facing any of the trees. By means of these circular groves, wise and 
holy men obtained that seclusion and quiet which it was not easy to 
find in towns and cities. They were both schools and chapels, devoted 
to religion and philosophy. Hence the often-quoted remark of Pliny that 
"the groves were the first temples of the gods." 

The Petrified Fern. 

It is the show and seal of nature's truth. — Shak. 
A SCHOOL DECLAMATION. 

In the valley, centuries ago. Earth, one time, put on a frolic mood, 
Grew a little fern leaf, green and slender, Heaved the rocks and changed the mighty 

Veiling delicate and fibers tender; motion 

Waving when the %vind crept down so low ; Of the deep, strong currents of the ocean. 

Bushes tall and grasses grew around it. Moved the plain and shook the haughty wood. 
Playful sunbeams darted in and found it. Crushed the little fern in soft moist clay. 

Drops of dew stole in by night and crowned Covered it and hid it safe away. 

it, * O the long, long centuries since that day ! 

But no foot of man e'er trod that way ; O the agony, O life's bitter cost. 

Earth was young and keeping holiday. Since that useless little fern was lost ! 

Monster fishes swam the silent main. Useless ! Lost ! There came a thoughtful man 
Stately forests waved their giant branches. Searching nature's secrets, far and deep. 

Mountains hurled their snowy avalanches. From a fissue in a rocky steep 

Mammoth creatures stalked across tlie plain ; He withdrew a stone o'er which there ran 
Nature reveled in grand mysteries. Fairy pencilings, a quaint design. 

But the little fern was none of these, Veinings, leafage, fibers clear and fine. 

Did not number with the hills and trees. And the ifern's life lay in every line ! 

Only grew and waved its wild sweet way ; So, I think, God hides some souls away. 

No one came to note it day by day. Sweetly to surprise us the last day. 

—Mary L. Bolles Branch.. 



Song. — " The Poet and the Children." — Page 170. 



10 



CATECHISM. 




Principal F. G. BENNETT, 
36 years in Bergen County. 

CATECHISM. 

Primary Class. 



Teacher.— What is a tree ? 

Pupil.— A tree is a plant of woody texture 
having a trunk, roots, and branches. 

T. — Whence does a tree get its nourishment? 

P.— A tree gets its nourishment from the 
ground and from the air. 

T. — Why does a tree need leaves ? 

P. — A tree needs leaves with which to breathe. 

T.— What are the parts of a leaf ? 

P.— The parts of a leaf are the stem and blade. 

T.— Of what use are the roots of a tree 'i 

P.— Through the roots the tree takes up most 
of its food. 

T.— What are small roots called ? 

P. — The small roots are called rootlets, 

T.— What are the leaves of a tree called 'i 

P. — All the leaves of a tree are called its 
foliage. 

T. — What must a tree have before it can bear 
fruit ? 

P.— A tree must have blossoms before it can 
bear fruit. 

T.— What name is given to the juice of a 
tree? 

P.— The juice of a tree is called sap. 

T.— With what are the trunk and branches 
of a tree covered 'i 

P. — The trunk and bi'anches are covered with 
bark. 

T. — Of what use is the bark of a tree ? 

P. — The bark protects the tree from the heat 
of Summer and the cold of Winter. 
L T.— What names may be given to a large 
branch ? 

P.— A large branch is called a limb or bough. 

T.— What is the topmost part of a tree called ? 

P. — The topmost part of a tree is called the 
crown. 

T.— What is a wood ? A grove ? A forest '( 

P.— =A wood is a large collection of trees. A 



grove is a small collection of trees. A forest 
is a large wood which has.not been cultivated 
by man. 

T.— What kind of trees are taken for Christ- 
mas trees? 

P.— Evergreen trees are taken for Christmas 
trees. 

T.— Name the evergreen trees. 

P.— The pine, the fir, and the cedar. 

T. — Name live forest trees. 

P.— The oak, the beech, the elm, the hickory 
and the maple. 

T.— What kind of trees are frequently planted 
for shade trees? 

P.— The maple, the elm, the horse-chestnut, 
and the linden. 

T.— What is an orchard ? 

P.— An orchard is a collection of fruit trees 
planted and cared for by man. 

T.— What names may be given to a bunch of 
flowers ? • 

P. - A bunch of flowers may be called a posy, 
a nosegay, or a bouquet. 

T.— What is meant by pruning a tree ? 

P.— Pruning a tree is cutting off some of its 
branches. 

T. — What is the fruit of an oak tree ? 

P.— Acorns are the fruit of an oak tree. 

T.— What happens when an acorn is put into 
the earth ? 

P.— It absorbs moisture, bursts its shell, sends 
a root downward and a tiny stem up into the 
air. 

T.— What have you ever read about the 
acorn ? 

P.—" A traveler o'er a dusty road, 
Strewed acorns on the lea, 
And one took root, and sprouted up. 
And grew into a tree." 



i 

CATECHISM. 11 



T. — How may the age of an oak tree be T. — What is an arbor ? 

known ? P.— An arbor is a place covered with branches 

P. — The age of an oak tree may be known by of trees, leaves, or vines, 

counting its rings or layers of growth. T. — What is Arbor day '? 

T.— In what season should trees be trans- P.— Arbor day is the day appointed by the 

planted ? Governor of the State for beautifying our school 

P.— Trees should be transplanted late in Au- grounds by planting trees and shrubs. 
tumn or early in Spring. 

GRAMMAR CLASS. 

T. — Name the different varieties of trees and define each. 

P. — Trees are known as Exogenous or Endogenous, Deciduous and 
Evergreen. Exogenous trees increase in growth by the addition of new 
wood to the outside of the old; Endogenous trees increase in growth by 
additions to the inside or center. Deciduous trees shed their leaves at a 
certain season of the year, while Evergreen trees retain their leaves. 

T. — Name the chief constituents of trees and define each. 

P. — The chief constituents of trees are Carbon, Hydrogen, Oxygen 
and Water. Carbon is a non-metallic, elementary, solid body, forming 
nearly one-half of the vegetable kingdom. Hydrogen is a gas which 
combined with Oxygen produces water; Oxygen is a colorless, inodorous, 
tasteless, non-metallic, elementary body which is the most abundant of 
all the elements, and when not combined is a permanent gas; Water is 
a compound of Hydrogen and Oxygen. 

T. — Institute a comparison showing how trees and plants are closely 
allied to mankind. 

P. — All belong to the organic kingdom; all require nourishment to 
promote growth and sustain life; all are dependent upon the inorganic 
kingdom ; and all have organs of respiration. 

T. — How does the respiration of trees and plants differ from that of 
man ? 

P.— The respiration of trees and plants is through their leaves; trees 
and plants absorb carbonic acid gas, retain the carbon and give out the 
oxygen ; while man absorbs oxygen and gives out carbonic acid gas. 

T. — What chemical changes take place in all combustion ? 

P. — The elements of the fuel unite with the oxygen of the air, and 
a portion of the oxygen combines with the hydrogen of the fuel and 
forms vapor of water; another portion of the oxygen combines with the 
carbon of the fuel and forms the poisonous carbonic acid gas. 

T. — If all animal life and all combustion are producing such enor- 
mous quantities of carbonic acid gas, how is the air which we breathe 
kept comparatively pure ? 

P. — Principally through the agency of trees and plants that absorb it. 

T. — Mention another great benefit of trees and plants. 

P. — They take up from the earth various elements of matter and 
organize them in such a manner that they may contribute to the support 
and growth of mankind. They change the inorganic or mineral matter 
such as phosphorous, iron, carbon, and lime into organic matter, and 
after the changes are made we can use them to advantage. 

T. — Name another great work of trees and plants. 



12 REPRESENTATIVE TREES. 



P. — They draw up immense quantities of water which is hidden in 
the fissures and subterranean chasms of the earth's crust, or they are 
pumps which are constantly at work lifting the water which is hidden 
from us, and sending the great bulk of it off through their leaves by the 
process of transpiration. This transpiration continues whether the air 
is saturated or not, and thus to trees and plants we are greatly indebted 
for our abundant rainfall. We are also dependent upon the vegetable 
world for the grand staples of commerce and luxury — all that we eat, 
drink or wear. Each tiny leaf, every tree and shrub, and every spire of 
grass is working for us. 

T. — What did Hon. B. E. Fernow, Chief of Forestry Division, say 
about forests and Arbor Day in schools ? 

P. — The minds of the first settlers of the wooded shores of this con- 
tinent were educated by dire necessity to the need of destroying the 
forests, that the fields might bloom; the minds of their descendants must 
be educated to the need of conserving, in proper proportion, the torests, 
that the fields may not cease to bloom. We are fortunate that this edu- 
cation comes before dire necessity has established herself as teacher; that 
it comes in the shape of a pleasant "Arbor Day festival," which teaches 
young and old to reflect on the value of a forest tree, and which inspires 
the first scintilla of interest in the life and enthusiasm in the planting of a 
forest tree, which foreshadows the work of the forester in the coming 
generation. It is, therefore, especially the young, in school and out of 
school, who should be impressed with the significance of the day so set 
aside; who should be taught the meaning of their planted tree with re- 
gard to the development of the nation; who should understand that they 
inaugurate with this celebration a new era of American life — the era of 
forest planters, arising out of the era of forest destroyers. 

Song. — "Ye say they have all passed away." — Page 73. 

REPRESENTATIVE TREES. 
The Old Elm of Newbury. 

Newbury is in grief over the loss of its noble old elm tree. The elm tree has been 
famous, and is immortalized in one of Hannah F. Gould's finest poems, as follows : 

Did it ever come your way to pass Its glorious orb had passed away. 

The silvery pond "with its fringe of grass, The toil of the field, till the morn had ceased 

And threading the lane hard by to see For a season of rest to man and beast. 

The veteran elm of Newbury? The mother had silenced tlie laumming wheel, 

You saw how its roots had grasped the ground, The father returned for the evening meal. 

As if it had felt the earth went round. The thanks of one, who had chosen the part 

And fastened them down with determined Of the poor in spirit, the rich in heart, 

will Who having the soul's grand panacea. 

To keep it steady and hold it still. Feel all is added, that's needful here. 

Its aged trunk, so stately and strong. And know this truth of the human breast 

Has braved the blasts, as they've rushed along. That wanting little is being blest. 

Its head has lowered and its arms have spread The good old man in his chair reclined 

While more than a hundred years have fled. At a humble door with a peaceful mind. 

Well, that old elm, that is now so grand. While the drops of his sun-burnt brow were 
Was once a twig in the rustic hand dried 

Of a youthful peasant, who went one night By the cool sweet air of the eventide. 

To visit his love by the tender light The son from the yoke had unlocked the bow, 

Of the modest moon and her twinkling host. Dismissing the faithful ox to go. 

While the star that lighted his bosom most. And graze in the close ; he had called the kine 

And gave to his lonely feet their speed, For their oblation at day's decline. 

Abode in the cottage beyond the m ad. He'd gathered and numbered the lambs and 
'Twas the peaceful close of a Summer's day sheep 



REPRESENTATIVE TREES. 



13 



And fastened them up in their nightly keep. 
He'd stood by the coop till the hen would 

bring 
Her huddling brood safe under her wing, 
And made them secure from the hooting owl 
Whose midnight prey was the shrieking fowl. 
When all was finished he sped to the well, 
Where the old gray bucket hastily fell, 
And the clear, cold water came up to chase 
The dust of the field from his neck and face. 
And hands and feet, till the youth began 
To look renewed in the outer man. 
And soon arrayed in his Sunday best 
The stiff new suit had done the rest, 
And the hale young lover was on his way, 
Where through the fen and field it lay. 
And over the brambles, the break and the 

grass. 
As the shortest way to the house of his lass. 
It is not recorded how long he stayed 
In the cheerful home of the smiling maid, 
But, when he came out it was late and dark 
And silent— not even a dog would bark. 
To take from this feeling of loneliness. 
And make the length of his way seem less. 
He thought it was strange that the treacher- 
ous moon 
Should have given the world the slip so soon, 
And whether the eyes of the girl has made 
The stars of the sky in his own to fade, 
Or not, it certainly seemed to him 
That each grew distant and small and dim ; 
And he shuddered to think that he now was 

about 
To take a long and lonely route. 
For he did not know what fearful sight 
Might come to him through the shadows of 

night. 
An elm grew close to the cottage's eaves, 
So he plucked him a twig well clothed with 
leaves. 



So sallying forth with the supple arm 
To serve as a talisman parrying harm, 
He felt as though his heart was big, 
' Twas even stouter for having the twig, 
For this he thought would answer to switch 
The horrors away as he crossed the ditch. 
The meadows and copse wherein perchance 
Will-o'-the-wisp might wickedly dance, 
And wielding it keep him from having a chill 
At the menacing sound of the whip-poor-will. 
And his flesh from creeping beside the bog 
At the harsh bass voice of the viewless frog. 
In short, he felt the switcli would be 
Guard, plaything, business and company. 
When he got safe home and joyfully found 
He still was himself and living and sound, 
He planted the tree by his family cot. 
To stand as a monument marking the spot 
It had helped him to reach, and what was still 

more. 
Because it had grown by his fair one's door. 
The twig took root, and as time flew by. 
Its boughs spread wide and its head grew high. 
While the priest's good service had long been 

done, 
Which made the youth and the maiden one. 
And their young scions arose and played 
Around the tree in its leafy shade. 
But many and many a year has fled 
Since they were gathered among the dead. 
And now their names with the moss o'er 

grown. 
Are veiled from sight on the church-yard stone 
That bears away in a lingering fall. 
And owns the power that shall level us all. 
The works that the hand of man hath wrought 
Bring him to dust and his name to nought, 
While near in view and just beyond 
The grassy skirts of the silver pond. 
In its green old age stands the noble tree, 
The veteran elm of " Ould Newbury." 



THE WILLOW. 



O mllow, why forever weep. 

As one who mourns an endless wTong? 
What hidden woe can lie so deep ? 

What utter grief can last so long ? 

The Spring makes haste with step elate 

Your life and beauty to renew ; 
She even bids the roses wait. 

And gives her first sweet care to you. 

The welcome redbreast folds his wing, 
To pour for you his freshest strain ; 

To you the earliest bluebirds sing. 
Till all your light stems thrill again. 

The sunshine drapes your limbs with light. 
The rain braids diamonds in your hair, 

THE OAK 

Long ago in changeful Autumn, 

When the leaves were turning brown. 
From the tall oak's topmost branches 

Fell a little acorn down. 
And it tumbled by the pathway. 

And a chance foot trod it deep 
In the ground, where all the Winter 

In its shell it lay asleep. 
Wrth the white snow lying over, 
*"And the frost to hold it fast. 
Till there came the mild Spring weather, 

When it burst its shell at last. 
First shot up a sapling tender. 

Scarcely seen above the ground ; 
Then a mimic little oak tree 

Spread its tiny arms around. 
Now it staudeth like a giant. 

Casting shadows broad and high. 



The breeze makes love to you at night 

But still you droop and still despair. 
Beneath your boughs, at fall of dew. 

By lovers lips so softly told 
The tale that, all the ages through. 

Has kept the world from growing old. 
But still, though April's buds unfold, 

Or Summer sets the earth aleaf. 
Or Autumn pranks your robes with gold. 

You sway and sigh in graceful grief. 
Mourn on forever, unconsoled, 

And keep thy secret, faithful tree; 
No heart in all the world can hold 

A sweeter grace than constancy. 

— Elizabeth Akers. 

TREE. 

With huge trunk and leafy branches 

Spreading up into the sky. 
Child, when happily thou art resting 

'Neath the great oak's monster shade. 
Think how little was the acorn 

Whence that mighty tree was made. 
Think how simple things and lowly. 

Have a part in nature's plan. 
How the great hath small beginnings, 

And the child will be the man. 
Little eff'orts work great actions, 

Lessons in our child liood taught, 
Mold the spirit to that temper 

Whereby noblest deeds are wrought. 
Cherish then the gifts of childhood. 

Use them gently, guard them well ; 
For their future growth and greatness 

Who can measure, who can tell ? 



14 REPRESENT ATI VE TREES. 



HICKORY TREE. 

We are cousins of the walnut and butternut, and all belong to the 
walnut family. Our wood is exceedingly hard, heavy and tough, and is 
in America the symbol of courage and firmness. If you want a wood 
that is good for buggies, ax-handles, barrel hoops, a wood like iron, call 
upon brother Shag-bark. You will have all the nuts you want thrown 
into the bargain. Once upon a time there was a president of the country 
who had so many of my qualities that they called him "Old Hickory." 

When the Autumn comes its round, 
Rich, sweet walnuts will he found 
Covering thickly all the ground 
Where my boiighs are spread. 

Ask the hoys that visit me, 
Full of happiness and glee, 
If they'd mourn the hickory tree. 
Were it felled and dead. 

LEGEND OF THE ASPEN. 

Some Canadians have conceived a very superstitious idea of this 
tree. They say that of its wood the cross was made on which our 
Saviour was nailed, and that since the time of the crucifixion, its leaves 
have not ceased to tremble. — (Indian Sketches of P. De Smet. ) 

O'er the forests of Judea The Aspen heard them and she trembled — 

Gayly early morning iilayed Trembled at that tearful sound- 
When some men came armed with axes As they hewed her down and dragged her 
Deep into the forest shade. Slowly from the forest ground. 

Passed by many a tree majestic— On the morrow stood she trembling 
Cypress, grove and olive wood, At the awful weight she bore. 

Till they came wherein the thicket When the sun in midnight blackness 
Fair and proud the Aspen stood. Darkened on Judea's shore. 

" This will serve— we choose the Aspen, Still— when not a breeze is stirring. 
For its stem is strong and high. When the mist sleeps on the hill, 

For the cross on which to-morrow And all other trees are moveless. 
Must a malefactor die." Stands she ever trembling still. 

In the air did listening spirits For in hush of noon or midnight 
Shrink those men to hear and see, Still she seems that sight to see, 

And with awful voice they whisper : Still she seems to hear that whisper : 
" Jesus, 'tis, of Galilee !" " Jesus, 'tis, of Galilee !" 

(Hours at Home, 1865.) 
The Popular Poplar Tree. 

When the great wind sets things whirling, 

And rattles the window-panes. 
And blows the dijst in giants . 

And dragons tossing their manes ; 
When the willows have waves like water, 

And children are shouting with glee ; 
When the pines are alive and the larches. 

Then hurrah for you and me. 
In the tip o' the top o' the top o' the tip of the popular poplar tree ! 

Don't talk about .Tack and the Beanstalk — 

He did not climb half so high ! 
And Alice in all her travels ■• 

Was never so near the sky ! 
Only the swallow, a-skimming 

The storm-cloud over the lea. 
Knows how it feels to be flying— 

When the gusts come strong and free- 
In the tip o' the top o' the top o' the tip of the popular poplar tree ! 

—Blanch Willis Howard. 



REPRESENTATIVE TREES. 15 



AMERICAN" ELM. 

1 have been called the Queen of the Forest, and stand without a 
rival at the head of the list of ornamental deciduous leaved trees. 1 claim 
this rank on account of hardiness, rapid growth and the graceful and 
majestic beauty of my drooping branches. We are very proud of our 
Massachusetts relative under whose venerable shade Washington first 
took command of the Continental Army, July 3, 177s. How the affec- 
tion of every lover of the country clings around that tree ! What care 
has been taken of it, what marks of esteem have been shown it by the 
citizens of Cambridge, may be judged by those who have seen it stand- 
ing, as it does, in the center of a great public thoroughfare, its trunk pro- 
tected by an iron fence from injury by passing vehicles, which for more 
than a century have turned aside in deference to this monarch of the 
revolution. 

" Hail to the Elm ! the brave old Elm ! 

Our last lone forest tree. 
Whose limbs outstand tlie lightning's brand 

For a brave old Elm is he ! 

For fifteen score of fiill-told years. 

He has borne his leafy prime. 
Yet he liolds them well, and lives to tell 

His tale of the olden time !" 

" Then hail to the Elm ! the green-topp'd Elm ! 

And long may his branches wave. 
For a relic is he, the gnarl'd old tree. 

Of the times of tlie good and brave." 

Class sing (Air — " My Country 'tis of Thee.") 

" Dear Elm it is of thee, 
Emblem of dignity. 

Of thee we sing. 
Now do we children raise 
' Songs of most joyful praise. 

To thee our choicest lays 
We now do bring." 

THE BIRCH TREE. 

1 am a useful factor /// the cause of Education, though not now so 
commonly found in the school-room as in former years. The alders are 
our cousins. Probably you are best acquainted with the canoe birch, 
whose white wood you see in spools and shoe-pegs. It gives up its 
beautiful white dress without any injury to itself Longfellow has made 
us a celebrated family in Hiawatha. He says of us : 

" Give me of your bark, O, Birch tree ! 
Of your yellow bark, O, Bircli tree ! 
Growing by the rushing river. 
Tall and stately in the valley ! 
I a light canoe will build me. 
That shall tloat upon the river, 
Like a yellow leaf in Autumn, 
Like a yellow water lily ! 
Lay aside your cloak, O, Birch tree ! 
Lay aside your white skin wrapper ; 
For the Summer time is coming, 
And the sun is warm in heaven, ^ 
And you need no white skin wrapper." 



16 REPRESENTATIVE TREES. 



Class sing (Air — " Auld Lang Syne.") 

" Then plant the birch, the silvery birch, 

Near to the school-house door. 
For teachers used its pliant limbs, 

Full oft in days of yore. 
And though 'tis used for rods no more, 

'Twill please the children kind, 
Its spicy buds and fragrant bark. 

They search the woods to find." 

—Mrs. Addie V. McMuMiEN. 

NATURE'S TREE-PLANTERS. 

Squirrels : The squirrels eat many nuts, but carry a portion to 
some distance in every direction, where they plant one or two in a place. 
It may be the thought of the squirrel to return at some future time of 
need, but his bump of locality is not well developed or he has laid up 
more than he needed. At all events some of the nuts are allowed to re- 
main where he planted them. In this way he is a benefit to the trees, 
and pays for the nuts which he eats. He has not lived in vain, for he is 
a tree-planter and believes in arboriculture. His Arbor days come in 
Autumn, and he needs no Governors message to stimulate him to work. 

Birds : Many of our trees and shrubs produce a fleshy fruit or berry. 
Among them are the mountain ash, service berry, cherry, holly, mulberry, 
sassafras, wild plum, persimmon, cedars and junipers. Many of these 
when ripe are rendered conspicuous by brilliant colors. The fruits are 
eagerly sought by grouse, turkeys, deer, bears and other animals. In 
most cases the seeds of such fruits are protected by a very firm covering 
and are not digestible. They are sown broadcast by wild animals under 
circumstances most favorable for germination. The birds, too, belong 
to the society of tree-planters. 

Winds : Some trees produce dry seed or seed-pods, and usually 
drop only a portion in Autumn. They hold on to some seeds with con- 
siderable tenacity. Among these are the buttonwood, basswood, iron- 
wood, blue beech, box-elder, hop tree, tulip tree, the ashes, catalpa, 
locust, Judas tree, birches, alders, larches, pines, spruces. The fruit or 
the seed is thin, or provided with wings, which distribute them as they 
fall or after they have fallen. In Winter it needs but a slight packing of 
the snow to bear up the seeds. At such times, some of the seeds are 
torn from the trees by the wind, and may be seen sliding along like 
miniature ice boats, often half a mile or more from the nearest tree. The 
wind also aids in transporting the seeds of our elms, maples, willows 
and poplars. 

Song : — " Under the Trees." — Page 49. 



MISCELLANEOUS RECITATIONS. 



MISCELLANEOUS RECITATIONS. 



The following selections are intended to relieve the exercises of 
monotony; and may be interspersed or rendered as a department, accord- 
ing to the teacher's option : 

WHERE THERE'S DRINK THERE'S DANGER. 



Write it on the liquor store, 
Write it on the prison door. 
Write it on the gin-shop fine. 
Write, oh ! write the truthful line 
Where there's drink there's danger. 

Write it on the work-house gate. 
Write it on the schoolboy's slate. 
Write it on the copy-book 
That the young may at it look, 
Where there's drink there's danger. 

Write it on the churchyard mound. 
Where the drink slain dead are found 
Write iUoD the gallows high. 
Write it for all passers by. 
Where there's drink there's danger. 

Write it underneath your feet. 
Up and down the busy street. 
Write it for the great and small, 
In the mansion, cot and hall, 
Where there's drink there's danger. 

Write it on the ships which sail 
Borne along by steam and gale, 
Write it in large letters plain. 
O'er our land and past the main ; 
Where there's drink there's danger. 



Write it on the Christian home 
That sixty thousand drunkards roam. 
Year by year f;om God and right, 
Proving with resistless might 
Where thei'e's drink there's danger. 

Write it deep on History's page, 
Write it patriot, scholar, sage ; 
Write it in the Sunday-school ; 
Write, oh ! write the truthful rule. 
Where there's drink there's danger. 

Write it in the house of God, 
Write it on the teeming sod. 
Write it on the hill and glen. 
Write it with a blood-dipped pen. 
Where there's drink there's danger. 

Write it for the rising youth. 
Write it for the cause of truth, 
Write it for our Fatherland, 
Write, 'tis duty's stern command 
Where there's drink there's danger. 

Write it for bright Heaven above. 
Write it for the God of Love, 
Write it near your own fireside. 
Write it too for Christ who died. 
Where there's drink there's danger. 
Bellworth, in New-Zealand Blue Ribbon Chronicle. 



SAD CHANGES IN TWELVE MONTHS. 

These lines were written by a convict in the Illinois State Prison : 



It's curious, isn't it Billy, 

The changes that twelve months may bring. 
Last year I was at Saratoga, 

As happy and rich as a king. 
I was taking in pools on the races. 

And feeing the waiters with "Ten," 
And sipping mint juleps by twilight. 

And to-day I am here in the " Pen." 

What led me to do it? What always 

Leads men to destruction and crime? 
The Prodigal Son, whom you've read of, 

Has altered somewhat in his time. 
He spends his substance as freely 

As the biblical fellow of old. 
But when it is gone he fancies 

The husks will turn into gold. 

The old, old story, Billy, 

Of pleasures that end in tears. 
The froth that foams for an hour, 

The dregs that are tested for years. • 

Last night as I sat here and pondered 
On the end of my evil ways. 



There arose, like a phantom before me, 

The visions of boyhood days. 
I thought of my old home, Billy, 

Of the school house that stood on the hill. 
Of the brook that flows through the meadow, 

I can e'en hear its music still. 

Again I thought of my mother. 

Of the mother who taught me to pray ; 
Whose love was a precious treasure 

That I needlessly cast away. 
I saw again in my visions 

The fresh lipped, careless boy. 
To whom the future was boundless 

And the world but a mighty toy. 

I thought of all this as I sat here. 

Of my ruined and wasted life. 
And the pangs of remorse were bitter ; 

They pierced my heart like a knife. 
It takes some courage, Billy, 

To laugh in the face of Fate, 
■\J''hen tlie young ambitions of manhood 

Are blasted at twenty-eight. 

—The Advance. 



18 



MISCELLANEOUS RECITATIONS. 



A PROBLEM. 



Some things about a woman I could never 

understand — 
She'll face a mighty army with a broomstick 

in her hand, 
But she'll yell like a catamount, and even 

leave the house 
At the unexpected entrance of a harmless 

little mouse. 

She may be so frail and delicate that, leaning 

on your arm, 
You would break your neck in sympathy to 

keep her out of harm ; 
Yet she'll wield her little slipper, though it 

numbers only two. 
On a rebel urchin's trousers till she beats him 

black and blue. 



She can do more with a hairpin than a man 

with all his tools ; 
She can mak#the smartest statesmen act like 

animated fools ; 
She can argue without reason on some notion 

in her head. 
Till a man with sound intelligence will wish 

that he was dead. 

Some things about a woman I could never 

understand. 
And my knowledge goes as far as any scholar's 

in the land ; 
She's a complicated problem that mankind 

has failed to solve 
Since time began to number and earth started 

to revolve. 
—Montgomery M. Fulsou, in Atlanta Journal. 



THEY ARE DEAD. 



There was a man who never told a lie- 
But he's dead — 
Never said it was wet when the weather was 
dry- 
Never said 
He'd caught fish when he hadn't caught one. 
Never said he'd done something that he hadn't 

done ; 
Never scolded his wife, and never got mad 
And wouldn't believe that the world was so 

bad, 
A respecter of men, a defender of woman. 
Who believed the divine, and in that which 

was human ; 
Meek as Moses— he never was understood. 
And the poor old man died of being too good, 
And he's dead. 



There was a woman who never had gossiped a 

bit- 
She's dead too — 
Who hated all scandal, nor listened to it. 
She believed in mankind, took care of her cat. 
Always turned a deaf ear to this story or that. 
Never scolded her husband— she never had one ; 
No sluggard was she, but rose with the sun. 
Never whispered in meeting, didn't care for a 

bonnet 
Or all of the feathers that one could put on it ; 
Never sat with the choir nor sang the wrong 

note : 
Expressed no desire to lecture or vote. 
For the poor soul was deaf as a post—also dumb. 
You might have called forever, and she 

wouldn't have come. 

And she's dead. 
— Jeannette la Flamboy in Outlook. 



THE SMACK IN SCHOOL. 



A district school, not far away, 

'Mid Berkshire hills, one Winter's day, 

Was humming with its wonted noise 

Of three-score mingled girls and boys; 

Some few upon their tasks intent. 

But more on furtive mischief bent. 

The while the master's downward look 

Was fastened on a copy-book ; 

When suddenly, behind his back. 

Rose sharp and clear a rousing smack ! 

As 'twere a battery of bliss 

Let off in one tremendous kiss ! 

"What's thatV" the startled master cries; 

" That, thir," a little imp replies, 

" Wath William Willith, if you pleathe— 

1 thaw him kith Thuthanna Peathe !" 

With frown to make a statue thrill. 

The master thundered, " Hither, Will !" 

Like wretch o'ertaken in his track. 

With stolen chattels on his back. 

Will hung his head in fear and shame. 



And to the awful presence came — 

A great, green, bashful simpleton. 

The butt of all good-natured fun. 

With smile suppressed, and birch upraised. 

The threatener faltered—" I'm amazed 

That you, my biggest pupil, should 

Be guilty of an act so rude ! 

Before the whole set school to boot— 

What evil genius put you to 't V" 

" 'Twas she, herself, sir, sobbed the lad, 

" I did not mean to be so bad ; 

But when Susannah shook her curls. 

And whispered, 1 was 'fraid of girls. 

And dursn't kiss a baby's doll, 

I couldn't stand it, sir, at all, 

But up and kissed her on the spot ! 

1 know— boo-hoo— I ought not. 

But, somehow, from her looks— boo-hoo— 

I thought she kind o' wished me to !" , 

— O. W. Holmes. 



While we climb from day to day. 

There is many a little way 
We can help each other upward, if we vn\l ; 

For the paths are rough and steep. 

And the right one hard to keep. 
So let's try to help each other up the hill." 



When we find temptation's rocks 

In f(ur paths as stumbling-blocks. 
Let's not roll them in another fellow's way ; 

But, instead, let's always try 

Help the others pass them by, 
Aud make it smoother climbing every day. 



MISCELLANEOUS RECITATIONS. 



19 



CURING HABIT. 



"How shall I a habit break?" 

As you did that habit make. 

As you gathered, you must lose, 

As you yielded, now refuse. 

Thread by thread the strands we twist 

Till they bind us neclc and wrist ; 

Thread by thread the patient hand 

Must untwine ere free we stand. 

As we builded, stone by stone. 

We must toil, unhelped, alone, 

Till the wall is overthrown. 



But remember, as we try 
Lighter every test goes by ; 
Wading in, the stream erows deep 
Toward the center's downward sweep. 
Backward turn, each step ashore 
Shallower is than that before. 
Ah, the precious years we waste 
Leveling what we raised in haste ; 
Doing what must be undone, 
Ere content or love be won ! 
First across the gulf we cast 
Kite-borne threads till lines are passed. 
And habit builds the bridge at last. 

—John Boyle O'Reilly. 



Falling Leaves. 

They are falling, slowly falling. 

Thick upon the forest side, 
Severed from the noble branches 

Where they waved in beauteous pride. 

They are falling, sadly falling. 
Close beside our cottage door ; 

Pale and faded like the loved ones, 
They have gone forever more. 

They are falling on the streamlet, 
Where the silver waters flow, 

And upon its placid bosom 
Onward with the waters go. 

They are falling in the churchyard. 

Where our kindred sweetly sleep. 
Where the idle winds of Summer 

Softly o'er the loved ones sweep. 

They are falling, ever falling, 

While our saddened hearts still go 

To the sunny days of childhood, 
In the dreamy long ago. 

And their faded hues remind us 

Of their blasted hopes and dreams, 

Ended like the fallen leaflets 
Cast upon the icy streams. 

—The Advance. 



The Ripened Leaves. 

Said the leaves unto the branches • 

One sunny Autumn day : 
" We've finished all our work, and now 

We can no longer stay. 
So our gowns of red and yellow. 

And our sober cloaks of brown, 
Must be worn before the frost comes, 

And we go rustling down. 



" We've had a .iolly Summer, 

With the birds that built their nests 
Beneath our green umbrellas. 

And the squirrels that were our guests. 
But we cannot wait for Winter, 

For we do not care for snow. 
When we hear the wild northwesters 

We loose our clasp and go. 



" But we hold our heads up bravely 

Unto the very last. 
And shine in pomp and splendor 

As away we flutter fast. 
In the mellow Autumn noontide 

WC'kiss and say good-bye, 
And through the naked branches 

Then may children see the sky. 

—Margaret E. Sangster. 



OUR MODERN PUBLIC SCHOOL. 



Ram it in, cram it in. 
Children's heads are hollow ; 
Slam it in, jam it in, 
Still there's more to follow ; 
Hygiene and history, 
Astronomic mystery. 
Algebra, histology, 
Latin, etymology. 
Botany, geometry, 
Greek and trigonometry ; 
Ram it in, cram it in, 
Children's heads are hollow. 

Rap it in, tap it in. 

What are teachers paid for ? 

Bang it in, slam it in, 

What are children made for ? 

Ancient archaeology, 

Aryan philology. 

Prosody, zoology. 

Physics, climatology. 

Calculus and mathematics. 



Rhetoric and hydrostatics 
Hoax it in, coax it in. 
Children's heads are hollow. 

Scold it in, mould it in. 

All that they can swallow; 

Fold it in, hold it in. 

Still there's more to follow. 

Faces pinched, sad and pale. 

Tell the same imvarying tale. 

Tell of moments robbed from sleep. 

Meals untasted, studies deep ; 

Those who've passed the furnace through 

With aching brow, will tell to you 

How the teacher crammed it in. 
Rammed it in, jammed it in. 
Crunched it in, punched it in. 
Rubbed it in, clubbed it in, 
Rapped it in and slapped it in. 
Pressed and caressed it in, 
When their heads were hollow. 

— Arthur's New Home Magazine. 



20 



MISCELLANEOUS RECITATIONS. 



My Neighbor Jim. 

Everything pleases my neighbor Jim; 
When it rained 
He never complained, 
But said wet weather suited him ; 

" There's never too much rain for me, 
And this is something like," said he. 

When earth was dry as a powder mill. 
He did not sigh 
Because it was dry. 
But said if he could have his will 

It would be his chief, supreme delight 

To live where the sun shone day and night. 

When Winter came with its snow and ice. 
He did not scold 
Because it was cold. 
But sjLid : " Now, this is real nice ; 

If ever from home I'm forced to go 

I'll move up North with the Esquimau." 

A cyclone whirled along its track 
And did him harm, 
It broke his arm. 
And stripped the coat from off his back ; 
" And I would give another limb 
To see such a blow again," said Jim. 

—Union Signal. 



A Sensible Fir Tree. 

Said a saucy little Maple 

To her cousin. Willow Tree : 

"Miss Fir has no new mantle 
This Spring, like you and me. 

" She wears the same old garment 
That she's worn since 1 was born. 

I should think she'd feel so shabby 
With no new bonnet on." 



As she tossed her head and nodded 
At the Fir Tree's old-style clothes 

Willow laughed— she couldn't help it — 
At the turned up, pea green nose. 

The Fir Tree, staid and modest. 
Answered Maple not a word, 

Though I'm very sure — yes, certain — 
Everything was overheard. 

She only softly murmured 

As she rearranged her clothes, 
" I'm glad my friends don't leave me 
With every wind that blows." 
—A. F. Caldwell in 

Christian Nation. 



Roses. 

Rose of my heart, now blooming for me; 
Sweetest of flowers, none fairer to see. 
You stand in your beauty, pre-eminent there. 
And none can surpass thee, in fragrance so rare. 
You blossom for poor, for friend, or for foe. 
You blossom in homes of sorrow and woe. 
The sick call you blessed, the weak, halt and 

blind 
Find your presence most cheering, your fra- 
grance most kind. 
For like God's own records of cheer, as we read. 
They fall on the rich, and the poor in their need. 
We find thee a blessing, and treasure most dear. 
And lay thee to rest on our dearest one's bier. 
— Retta Darrin. 



What the Apple Said. 

I am little Miss Apple, 

My home's in a tree. 
Far up in the branches 

Where no one can see. 

I list to the birdies, 

I swing in the breeze, 
I laugh in the sunshine, 

I hide in the leaves. 

My cheeks are so rosy, 
My pulp is so white, 

I know I am juicy- 
Do, please, take a bite. 

—Selected. 



Song : — "Kind Words Can Never Die." — Page 155. 



THOUGHTS IN A LIBRARY. 



Speak low ! tread softly through these halls ; 

Here Genius lives enshrined ; 
Here reign in silent majesty, 

The monarchs of the mind. 

A mighty spirit-host they come 

From every age and clime; 
Above the buried wrecks of years 

They breast the tide of Time. 

And in their presence-chamber here 

They hold their regal state. 
And round them throng a noble train. 

The gifted and the great. 



O child of Earth ! when round thy path 

The storms of life arise. 
And when thy brothers pass thee by 

With stern, unloving eyes. 

Here shall the poets chant for thee 
Their sweetest, loftiest lays. 

And prophets wait to guide thy steps 
In Wisdom's pleasant ways. 

Come, with these God-anointed kings 

Be thou companion here; 
And in the mighty realm of mind 

Thou shalt go forth a peer ! 

—Anne C. Lynch Botta. 



LIBRARY DEPARTMENT. 



21 




LIBRARY DEPARTMENT. 

School and Circulating Libraries. 

The school library question has given 
me much anxiety, and 1 presume all 
superintendents have the same dis- 
turbed experience. 

Knowing the pleasure and profit to 
be derived from reading, and realizing 
the overwhelming evidence in favor of 
good books, from such illustrious men 
as are quoted hereafter, I feel that an 
extra effort should be made to encour- 
age the habit of utilizing spare time in 
the society of elevating literature. I 
know of no State holding out such 
liberal inducements for the establish- 
ment and maintenance of school libraries 
as New Jersey. Any community not 
attracted by such generosity on the part 
of the State, should be aroused from 
its lethargy. It is painful to see so 
many districts allow years to go by 
without securing the State appropria- 
tion, and others very irregular in obtaining it. The whole secret is the 
lack of system on the part of those entrusted with the management of 
this matter. This application for the State aid can be made at any time 
during the year, but if once passed, it cannot be redeemed; and, thus, 
" any time " so frequently proves to be " no time " or never. Therefore, 
some uniform date should be fixed upon to attend to this important duty, 
and 1 suggest that it be the evening of Arbor Day. The literary exercises 
should not consume any portion of the day, as this time is needed and 
was intended for planting and for observational excursions to fields and 
groves. The evening is more convenient for a majority of the residents 
at this busy season ; and they would not only feel grateful for the oppor- 
tunity, but would cheerfully pay for the entertainment, knowing the 
purpose to which the receipts will be applied. 

Those studying our educational statistics without consulting the 
law, will naturally consider that a poor showing of library applications 
is a reflection upon the efficiency or vigilance of the County Superin- 
tendent's administration. This officer is in no way accountable for such 
exhibitions of negligence, as it is the sole duty of the Board of Educa- 
tion ; and this committee should be held amenable for the annual growth 
of these libraries. As a rule, this labor has been shifted to the already 
overburdened teacher; and few of the present libraries would now be in 
existence had it not been for the teachers' exertions. The teacher's duty 



SUPT. JOHN TERHUNE, 
Bergen County. 



LIBRARY DEPARTMENT. 



is to see that each pupil is served with supplementary reading of a suit- 
able character from the library, and to assist in selecting books agreeable 
to the tastes of the children, so as to create an appetite that will abide 
with them after school life. The faithful teacher is rewarded for this ser- 
vice, for the children learn to read by reading,and this increased progress 
is recognized and credited by the parents. 

Reading has no substitute, and there is no means of culture so avail- 
able to the masses as this. To many, reading has been a school and a 
college. " Libraries are the wardrobes of literature," and all schools 
should possess them. In towns and villages having a circulating library, 
there is a dearth of juvenile literature which the school library must 
supply. The lofty aim necessary to develop true manhood and woman- 
hood may be the outcome of careful reading, if the seed is sown and 
fertilized during school life. 

Nebraska uses Columbus day for the purpose of securing funds for 
the establishment of school libraries. The State Superintendent of 
Missouri named the Friday succeedmg Thanksgiving as library dav, and 
in four years over $100,000 was invested in books throughout the State. 
These days are not legalized, neither is any State aid given. Milwaukee 
supplies the school children with home reading through its libraries. 

Arbor day is a suitable time for trustees to make arrangements for 
obtaining the State appropriation. This gives ample time to select the 
books and prepare the catalogue before school closes, so that the children 
may have access to them during vacation. Much reading would be 
done at this intermission, if the libraries were open for exchanges; and 
with better results, for their minds would not be engaged with other 
studies. 

Each village should extend this library with another for the use of 
the residents. It should be located, if possible, in the school building, 
and operated in conjunction with the school library. This method 
would be more economical, as a repetition of books could be avoided. 
It would also be an object lesson and an incentive to the children to see 
parents, friends and neighbors interested in books. 

When we know that the inspiration of a single book, or a few, has 
made preachers, poets, philosophers, authors and statesmen, by start- 
ing the reader off upon a career of honor and usefulnesss, is it not worthy 
of extra effort to adopt some system whereby none of this State fund 
shall escape us hereafter.^ Our dutv ends when we have convinced you 
of the importance and necessity of libraries, for Carlyle says, "So soon 
as men get to discern the importance of a thing, they infallibly set about 
arranging it, facilitating, forwarding; and rest not till, in some approxi- 
mate degree, they have accomplished that." 

If I had absolute power to make one law. it would be to return all 
revenues derived from the granting of local licenses for the sale of alco- 
holic beverages, to the Board of Education of the district for which the 
license was issued, to be expended for the establishment of libraries and 
reading rooms in said localities. 

JNO. TERHUNE, Co. Supt. 



LIBRARY DEPARTMENT. 



23 



A Declamation. 

No doubt you wouder nivich to see 

A BOY stand up and make a plea 
For book and study and for school : 

Think you I wish to be a fool, 
An empty-headed, blundering dunce, 

Just like the boy I read of once 
Who always called a horse a " boss " 

And never traded without loss V 
No, sir ! I'm made of better stuff ; 

Some day I hope to know enough 
To practice at the bar, or preach ; 

Perhaps I'll fit myself to teach 
A district school, or something higher. 

Or possibly I may aspire 
To govern this great Empire State ; 

Or, entering through the golden gate 
That opens on the White House green, 

I'll run the intricate "machine" 
Of government within the nation, 

Yes, I will have an education ! 

Oh, yes, I love my school and books ; 

I think you see that in my looks ; 
Do I look like an idle drone 

Who never moves without a groan, 
A lad wthout a grand ambition 

To fill some notable position 
And leave behind an honored name 

Enrolled within the scroll of Fame? 
If so, my looks deceptive ai"e. 

For I would be a brilliant star. 
And, in the midst of Error's night. 

Shine forth, vsith an effulgence bright. 
To light the darkened paths of men 

Through every gloomy vale and glen 
Where Ignorance and Vice hold sway. 

And haste the dawn of perfect day. 

—The School Journal. 



Dr. Holmes' Last Poem. 

Read before the National Educational Asso- 
ciation. 

Teacher of Teachers ! Yours the tabk. 
Noblest that noble minds can ask. 
High up Ionia's marmorous mount. 
To watch, to guard the sacred fount 

That feeds the stream below ; 
To guide the hurrying flood that fills 
A thousand silvery rippling rills. 

In ever- widening flow. 

Rich is the harvest from the fields. 
That bounteous Nature kindly yields, 
But fairer growths enrich the soil. 
Plowed deep by thoughts and wearied toil 

In learning's broad domain. 
And where the leaves, the flowers, the fruits, 
Without your watering at the roots, 

To fill each branching plain ? 

Welcome ! the author's firmest friends. 
Your voice, the surest God-speed lends. 
Of you the growing mind demands, 
The patient care, the guiding hands, 

Through all the mists of morn. 
You knowing well the future's need. 
Your prescient wisdom sows the seed. 

To fire the years unborn. 



Teacher : To illustrate more forcibly the value of good libraries, a 
class will recite quotations showing the unvaried sentiments of the lead- 
ing patriotic and literary minds. A pupil ,will respond for the author 
named : 

'Dr. IV. E. Chaiiiiiiig: It is chiefly through books that we enjoy 
intercourse with superior minds, and these invaluable means of com- 
munication are in the reach of all. In the best books great men talk to 
us, give us their most precious thoughts, and pour their souls into ours. 
God be thanked for books! they are the voices of the distant and the 
dead, and make us heirs of the spiritual life of past ages. Books are the 
true levelers. They give to all, who will faithfully use them, the society, 
the spiritual presence, of the best and greatest of our race. Nothing can 
supply the place of books. They are cheering or soothing companions 
in solitude, illness, affliction. The wealth of both continents would not 
compensate for the good they impart. Let every man, if possible, gather 
some good books under his roof, and obtain access for himself and fiim- 
ily to some social library. Almost any luxury should be sacrificed to 
this. 

Sir J. F. IV. Herschel : Were I to pray for a taste which should 
stand me in stead under every variety of circumstances, and be a source 
of happiness and cheerfulness to me during life, and a shield against its 
ills, however things might go amiss, and the world trown upon me, it 



24 LIBRARY DEPARTMENT. 



would be a taste for reading. Give a man this taste, and the means of 
gratifying it, and you can hardly fail of making him a happy man ; unless, 
indeed, you put into his hand a most perverse selection of books. You 
place him in contact with the best society in every period of history, — 
with the wisest, the wittiest, the tenderest, the bravest and the purest 
characters who have adorned humanity. You make him a denizen of 
all nations, a contemporary of all ages. The world has been created for 
him ! 

Tetrarch : I have friends whose society is extremely agreeable to 
me: they are of all ages, and of every country. They have distinguished 
themselves both in the cabinet and in the field, and obtained high honors 
for their knowledge of the sciences. It is easy to gain access to them ; 
for they are always at my service, and I admit them to my company, 
and dismiss them from it whenever I please. They are never trouble- 
some, but immediately answer every question I ask them. Some relate 
to me the events of past ages, while others reveal to me the secrets of 
nature. Some teach me how to live, and others how to die. Some, by 
their vivacity, drive away my cares and exhilirate my spirits, while 
others give fortitude to my mind, and teach me the important lesson 
how to restrain my desires and depend wholly on myself. They open 
to me, in short, the various avenues of all the arts and sciences, and upon 
their information I safely rely in all emergencies. In return for all these 
services they only ask me to accommodate them with a convenient 
chamber in some corner of my humble habitation, where they may re- 
pose in peace: for these friends are more delighted by the tranquility of 
retirement than with the tumults of society. 

Wm. iMaithews, L. L. T>.: Reading is the key to nearly all know- 
ledge, the chief instrument of self-culture. Books are the storehouses, 
the granaries, of almost all the knowledge that the observations, experi- 
ence and researches of successive generations have accumulated since the 
world began. At a trifling cost they offer us the intellectual wealth that 
myriads of laborers have been amassing with toil, and pain and self- 
sacrifice for thousands of years. 

Thomas Hood : A natural turn for reading and intellectual pursuits 
probably preserved me from the moral shipwrecks so apt to befall those 
who are deprived in early life of their parental pilotage. My books kept 
me from the ring, the dog-pit, the tavern and the saloon. The closest 
associate of Pope and Addison, the mind accustomed to the noble though 
silent discourse of Shakespeare and Milton, will hardly seek or put up 
with that sort of company. 

Henry IVard ^eecber : Books are the windows through which the 
soul looks out. A home without good books is like a room without 
windows. No man has a right to bring up his children without sur- 
rounding them with books, if he has the means to buy, them. It is a 
wrong to his family. He cheats them. Children learn to read by being 
in the presence of books. The love of knowledge comes with reading 
and grows upon it, and the love of knowledge in a young mind is almost 
a warrant against the inferior excitement of passions and vices. 



SCHOOL DECORATION. 25 



Thomas Jefferson: I favor a general system of public education; 
also a proper encouragement of the circulation of books among the 
people, for no one can be truly educated unless he reads and thinks. 

Patrick Henry: Educate ! Educate ! Educate ! Send books 
throughout the land; educate the people and we can bid defiance to the 
schemes of tyrants. 

Benjamin Franklin : Schools teach us the rudiments of our lan- 
guage, but books teach us how to think. Therefore, no one can be 
truly educated or successful in life, unless he is a reader of books. 

Emerson : Our future men and women of influence and distinction 
are coming from families that are well supplied with useful and attractive 
books. 

Daniel Webster : My opportunities in youth for acquiring an edu- 
cation were limited, but 1 had the great good fortune of being well sup- 
plied with useful books, and those gave me my success in life. 

George Washington : In a government like ours, we must look to 
the intelligence of the masses for the safety and permanence of our free 
institutions. 

Fenelon : If all the crowns of the Kingdoms of Europe were laid 
down at my feet in exchange for my love of reading and my books, I 
would spurn them all. 

Socrates: Employ your time in improving yourself by other men's 
writings; so you shall come easy by what others labored for. 

Robert L. Stevenson : 

How am I to sing your praise, 
Happy chimney-corner days, 
Sitting safe in nursery nooks 
Reading picture st(>ry-books? 

Dr. Langford : The only true equalizers in the world are books; 
the only treasure-house open to all comers'is a library; the only wealth 
which will not decay is knowledge; the only jewel which you can carry 
beyond the grave is wisdom. 

Song: — "Summer Studies." — Page 150. 



School Decoration. 

This is a patriotic subject worthy of our immediate attention. The 
few small mottoes quite generally used for this purpose are inadequate. 
Memory gems, maxims of the wise, and other short quotations are 
taught in the primary grades as the first steps in literature. In the higher 
departments, examples that will incite lofty aspirations — such as life-size 
portraits of our leading patriots, statesmen, poets, and scenes of decisive 
battles — should adorn the walls. There is something magnetic and 
uplifting in this kind of decoration that benefits intellectually, morally 
and spiritually. 

John Ruskin said: "Schools are the first and most important kind 
of public buildings; and 1 would ask you to consider very carefully 



SCHOOL DECORATION. 



whether we may not wisely introduce some great changes in the way of 
school decoration. Hitherto, we have considered that cheap furniture 
and bare walls are a proper part of the means of education ; and supposed 
that boys learned best when they sat on hard forms, and had nothing 
but blank plaster about and above them whereupon to employ their 
spare attention. But there certainly comes a period in the life of a well 
educated youth, in which one of the principal elements of his education 
is, or ought to be, to give him refinement of habits and increase his 
bodily sensibility. Not only so, but I believe the notion of fixing the 
attention by keeping the room empty, is a wholly mistaken one. I 
think it is just in the emptiest room that the mind wanders most; for 
it gets restless, like a bird, for want of a perch, and casts about for any 
possible means of getting away. How can we sufficiently estimate the 
effect on the mind of a noble youth, at the time when the world opens 
to him, of having faithful and touching representations put before him 
of the acts and presences of great men — how many a resolution, which 
would alter and exalt the whole course of his after-life, might be formed, 
when in some dreamy twilight he met, through his own tears, the fixed 
eyes of those shadows of the great dead, unescapable and calm, piercing 
to his soul; or fancied that their lips moved in dread reproof or sound- 
less exhortation ? And if but for one out of many this were true — if yet, 
in a few, you could be sure that such influence had indeed changed their 
thoughts and destinies, and turned the eager and reckless youth, who 
would have cast away his energies on the race-horse or the gambling 
table, to that noble life-race, that holy life-hazard, which should win all 
glory to himself and all good to his country — would not that, to some 
purpose, be "political economv of art".^ 

There is patriotism and philanthropy enough in everv school district 
to cover the walls with such mind-elevating and soul-stirring pictures, 
if earnestly approached; and the enthusiasm of teachers and trustees 
will determine the presence or absence of stimulating educational embel- 
lishment in the future. A uniform size and style of frame should be 
adopted for each room. 

JNO. TERHUNE, Co. Supt. 

Song — "The Flag." — Page 44. 

Addresses by local ministers and friends on "The Value of the 
-Reading Habit, and School Decoration." 

Doxology, 

Benediction. 



By request : The New Jersey State Teachers' Association will 
meet at Asbury Park, July 1st and 2nd. Entertainment, Inspiration and 
Instruction guaranteed. Hotel rates reduced one-half regular prices. 
All should become members, and none can afford to be absent. 




t^nR^^t^ T'^.T'^ /ii\CM'j 




This illustrates a very handsome 
house that can be built for $4,000. 
The extreme width of the house is 
34 It. ; extreme depth, 42 i\. 

The Parlor, Hall, Library, and 
Dining Room can be thrown into 
one open space. 

With regard to furniture, bed 
space, light, ventilation, closets, 
etc., the utmost care for conven- 
ience and comfort has been studied 
in its design. 

There is a toilet room separate 
from the bath room. The trim 
throughout is white wood of cabi- 
net pattern on first floor. Floors 
are hard wood with wax fmish. It is heated with furnace, is complete 
in every appointment, and can positively be built for $4,000. It is 
worthy of investigation. 

HERMAN FRITZ, Architect, 

PASSAIC, N. J. 



Vei^/Msjop,. 



^ 



'm 



pU=3.STT=l^i-: 



Ornaments for School Rooms- 



The Atlantic Life-Size Portraits of 

Whittier--Lowell--Emerson--Hawthorne-- 
Holmes-Bryant-Longfellow. 

Size, 24 X 30 inches. Lithogrraphs. Teachers' Price, 85 Cents, postpaid. 



The Riverside Literature Series. 

Over Seventy 15-Ceiit Reading^ JBooks. 

The combinations of two and three numbers of this series, in cloth, 
at forty, forty-five, and fifty cents, are suitable books for 

SCHOOL LIBRARIES. 
Send for descriptive circular. Correspondence solicited. 

HOUGHTON, MIFFLIN & CO., 

1 1 East 1 7th St., New York. 

WM. E. TAYLOR, 

Itie Reol Estote Auctioneer, 25 Moin St., |Qcl(en8(!cl(, 1. 1 

Has more Large Real Estate Sales than all others combined. ' Sells 
Real Estate and Personal Property at Auction, sells Horses, sells Cattle, 
sells anything and everything; also does 

# FIRE INSURANCE * 

— in the — 

OLD HARTFORD FIRE INSURANCE COMPANY. 

Strong^est Company in the World. 



ALL KINDS OF 

SCHOOL SUPPLIES & SCHOOL BOOKS. 

ALWAYS ON HAND. 



Estimates Given for Supplying Districts. 

E. C. HUMPHREY, 

45 Main Street, Hackensack, N. J. 



ARBOR DAY REPORT, 1895. 



School No Township Co., N. J. 

1. How many were present, exclusive of pupils enrolled ? 

2. Name speakers who delivered addresses. 



3. State the kinds of trees planted and number of each. 

4. To whom were they dedicated ? 

5. How many flower-beds were made and planted ? 

6. Did your school visit woods and fields ? 

7. Did you hold the literary exercises in the evening ? 

8. What were the receipts ? 

9. For what purpose were they collected ? 

10. How many not attending school assisted ? 

11. How many members of the Board of Education were present ? 

13. What portraits have you on your walls ? 

14. Give information of special interest. 
Dated, April 1895. 



Principal. 



tW' Please fill out this report immediately after the exercises and mail it to the 
County Superintendent. 

If you prefer not to detach this sheet from the pamphlet, then use legal-cap 
paper and answer questions in the same order as numbered above. 



James T. Hoile, Pres't. Established 1850. John B. Willard, Vice-Pres't. 

He Willed mirror aijd Frcnje fl'f g Co., 

Manufacturers and Dealers in 
Looking Glasses, Picture Frames, &e. 

-^SCHOOL DECORATIONS.^ 

We make a Specialty of Frames and Pictures for School Booms. 

See the Favorite Frame before buying. 

Office and Warerooms: 257 Canal St., near Broadway, New York. 



" Tliou Ihflt leocliest Anoltier, Teochesl Iljou Not Ih^self f 



The following pedagogical books should be read by every wide- 
awake teacher: Compayre's Lectures on Pedagogy, Compayre's History 
of Pedagogy, Compayre's Psychology Applied to Education, Lange's 
Apperception, Herbart's Science of Education, DeGarmo's Essentials of 
Method, and Rousseau's Emile. 

We publish three standard reference books on Geography that are 
absolutely indispensable: TROTTER'S LESSONS IN THE NEW 
GEOGRAPHY, NICHOLS' TOPICS IN GEOGRAPHY, and RED- 
WAY'S MANUAL OF GEOGRAPHY. 

Consult D. C. Heath & Co's list for the most nnodern, most 
scientific, most representative Text-Books on the market. 

D. C. HEATH & CO., 

No. 3 East 14th St., New York. 



What is the Condition of your School ? 



"On the air we breathe depends all that is essential to our 
physical well-being, or health. // is the breath of life." — Prof. J. A. 
Sewall. 

"The poison resulting from the act of respiration, unlike that 
of diphtheria and typhoid, acts slowly and presents at the outset 
no alarming symptoms. In many cases, nevertheless, // is undoubt- 
edly the chief factor in laying the foundation of future lung diseases, 
and especially consumption." — Dr. H. M. Qiiimby. 

"The large number of children assembled in schools, the 
number of hours they spend together at the most impressionable 
period of their lives, and the necessity for healthy bodily conditions 
if we would secure good mental growth, all requires that best known 
provisions be made for their health while in school. ' ' — Dr. A. P. 
Marble. 



W^t jgmeab ^pfem, 



WARMING, VENTILATING, DRY and FLUSH- 
ING CLOSETS, is the most Scientific, Sanitary, 
Econonriical and Practical for Schools. 

Indorsed by leading Educators and Sanitarians. Is adaptable 
to small as well as large buildings. Ten Schools in Bergen County 
have adopted this excellent sanitary system within the last two 
YEARS. For particulars write to 



The ^meiid \ Wills Wnrnjing \ WilDtii Co., 

417 LOCUST STREET, 

PHILADELPHIA. PA. 





oftRV OF CONGRESS 

^>'^''.'^!.^ .vmvivf Mill 



002 8168433 




